This work presents the results of a research that aimed to reconstruct and analyze the biographical trajectories of the intellectuals who built and implemented educational policy during the Civil Military Dictatorship in Chile (1973-1990). These intellectuals are Ministers of Education, Undersecretaries of Education and Directors of the Center for Improvement, Experimentation and Pedagogical Research (CPEIP). The questions that guided the research are the following: Who held senior positions of responsibility in the educational area of the State and participated in the processes of elaboration and implementation of educational policy during the Civil Military Dictatorship in Chile? What were the biographical trajectories followed by these intellectuals? What were the theoretical references that these intellectuals mobilized? What were the academic and political networks in which these intellectuals participated and interacted? What type of production did these intellectual mediators produce and how did it influence the educational policy of the Civil Military Dictatorship? What was the influence capacity of these intellectuals and their academic and political networks in the development and implementation of the educational policy of the Civil Military Dictatorship? What were the relations of cooperation and confrontation between the different intellectuals who participated in the development and implementation of the educational policy of the Civil Military Dictatorship? Methodologically, a structured prosopographic analysis was carried out based on the consultation of various sources, specifically the following primary sources: Minutes of the Military Government Junta, laws and decrees, the newspaper “El Mercurio” and the periodic publication of the policies and actions of the Chilean Ministry of Education called “Revista de Educación”. As a result, key data from the individual biographies and the description of emerging profiles within the group of these intellectuals are presented. The conclusions show a group that is mostly male and originally from Santiago, middle-aged and with a short average tenure in public office, with a varied professional training developed in national and international institutions. It was also concluded that the emerging profiles describe varied groups, both in their academic training, composition of their members and ideological orientations, and it was also possible to identify some professionals with relevant experience within the educational field and qualified training.

En este trabajo se presentan resultados de una investigación que tuvo como objetivo reconstruir y analizar las trayectorias biográficas de los intelectuales que construyeron e implementaron la política educacional durante la Dictadura Civil Militar en Chile (1973-1990). Dichos intelectuales son Ministros de Educación, Subsecretarios de Educación y Directores del Centro de Perfeccionamiento, Experimentación e Investigaciones Pedagógicas (CPEIP). Las preguntas que guiaron la investigación son las siguientes: ¿Quiénes ocuparon altos cargos de responsabilidad en el área educacional del Estado y participaron de los procesos de elaboración e implementación de la política educacional durante la Dictadura Civil Militar en Chile? ¿Cuáles fueron las trayectorias biográficas recorridas por estos intelectuales? ¿Cuáles fueron los referentes teóricos que movilizaban estos intelectuales? ¿Cuáles eran las redes académicas y políticas en que participaban y se relacionaban estos intelectuales? ¿Qué tipo de producción elaboraron estos intelectuales mediadores y cómo esta influyó en la política educativa de la Dictadura Civil Militar? ¿Cuál fue la capacidad de influencia de estos intelectuales y sus redes académicas y políticas en la elaboración e implementación de la política educacional de la Dictadura Civil Militar? ¿Cuáles fueron las relaciones de cooperación y enfrentamiento entre sí de los diferentes intelectuales que participaron de la elaboración e implementación de la política educacional de la Dictadura Civil Militar? Metodológicamente se hizo un análisis prosopográfico estructurado en base a la consulta de diversas fuentes, específicamente las siguientes fuentes primarias: Actas de la Junta Militar de Gobierno, leyes y decretos, el periódico “El Mercurio” y la publicación periódica de divulgación de las políticas y acciones del Ministerio de Educación chileno denominada “Revista de Educación”. Como resultado se presentan datos claves de las biografías individuales y la descripción de perfiles emergentes al interior del conjunto de estos intelectuales. Las conclusiones muestran a un colectivo mayoritariamente masculino y originario de Santiago, de mediana edad y de un breve promedio temporal de ejercicio en cargos públicos, con una formación profesional variada desarrollada en instituciones nacionales e internacionales. También se concluyó que los perfiles emergentes describen a grupos variados, tanto en sus formaciones académicas, composición de sus integrantes y orientaciones ideológicas, siendo posible identificar también a algunos profesionales con experiencia relevante dentro del campo educacional y formación calificada.

In the research we analyzed the intellectual action of the members of the executive branch in the elaboration and implementation of educational policy in Paraná (1889-1919), in the economic, political and social context of the State of Paraná, in the late nineteenth and early twentieth century, marking the passage of the Monarchy to the Republic and reorganization of free labor, with the abolition of slavery in 1888. We inquired as problematic who were the secretaries who occupied the portfolio of the Secretariat of the State of Affairs of the Interior, Justice and Public Instruction of Paraná and how these agents of the executive power made use of the prominence they had due to the position, addressed to the press, to seminars/congresses, meetings of entrepreneurs and industrialists to capture and lead public opinion in favor of their proposals. We observe that the secretaries, in the delimited period, revealed concern in acting as intellectuals, organizing culture for political purposes to implement a project of society and education that were aligned with the social order and maintenance of republican ideals, the diffusion of letters as fundamental to new citizens. We take as an object of investigation the history of the Brazilian public school in Paraná, focusing on the process of creation and consolidation of the free, compulsory and secular school project, in the context in which the debate has intensified in civil society and the State. This was produced by strong disagreements in which intellectuals used various instruments to present and disseminate their ideas. These reports are rich research materials when presenting the limit of municipalities, tables with enrollment list, inclusion of photographs, list of public prosecutors, servants of Justice, Judicial Division, Occurrence Report, among other elements not directly related to questions of public education, but that affect the administrative organization of the state of Paraná. The reports of the aforementioned secretaries proved to be important sources for knowledge of their projects and difficulties in implementing educational policies, in general praised the efforts of directors, teachers and inspectors in implementing these policies, however achieving poor results, given the lack of investment by the state of Paraná to ensure the implementation of projects and approved legislation, faced at different times severe financial restrictions due to war situations (Federalist Revolution and Contested War). Public instruction was described as rudimentary and diffuse, considering that the reality presented had little solid, substantial and usable. Schools were precarious, without furniture or school supplies to meet the needs, and were insufficient to meet school-age children, with few teachers with adequate training to ensure an intellectual education, the needs of society. For this analysis, it was considered the economic, political, social and cultural context that managed the propositions related to education and its execution, in this case the intellectual action of state secretaries who contributed to build the history of education in Paraná in line with the national debate.

Na pesquisa realizada analisamos a ação intelectual dos membros do poder executivo na elaboração e implementação da política educacional no Paraná (1889-1919), no contexto econômico, político e social do Estado do Paraná, no final do século XIX e início do século XX, marcando a passagem da Monarquia para a República e reorganização do trabalho livre, com a abolição da escravatura, em 1888. Indagamos como problemática quem eram os secretários que ocupavam a pasta da Secretaria d`Estado dos Negócios do Interior, Justiça e Instrução Pública do Paraná e como estes agentes do poder executivo fizeram uso da proeminência que possuíam devido ao cargo, dirigiam-se à imprensa, à seminários/congressos, reuniões de empresários e industriais para captar e capitanear a opinião pública a favor de suas propostas. Observamos que os secretários, no período delimitado, revelaram preocupação em agirem como intelectuais, organizando a cultura com fins políticos para implementar um projeto de sociedade e de educação que estivessem alinhados à ordem social e manutenção dos ideais republicanos, tomando a difusão das letras como fundamental aos novos cidadãos. Tomamos como objeto de investigação a história da escola pública brasileira no Paraná, com foco no processo de criação e consolidação do projeto de escola gratuito, obrigatório e laico, no contexto em que o debate se acirrou na sociedade civil e no Estado. Este foi produzido por concordâncias e discordâncias ferrenhas no qual os intelectuais se utilizavam de variados instrumentos para apresentar e divulgar suas ideias. Esses relatórios são ricos materiais de pesquisa ao apresentar o limite dos municípios, quadros com lista de matrículas, inclusão de fotografias, lista de promotores públicos, serventuários da Justiça, Divisão Judiciária, Relatório de ocorrências, entre outros elementos não diretamente relacionado às questões de instrução pública, mas que incidem na organização administrativa do estado paranaense. Os relatórios dos secretários supracitados se revelaram fontes importantes para conhecimento de seus projetos e dificuldades na execução das políticas educacionais, em geral elogiavam os esforços de diretores, professores e inspetores na implementação dessas políticas, contudo alcançando parcos resultados, haja vista a falta de investimento por parte do estado paranaense em garantir a efetivação dos projetos e da legislação aprovada, enfrentaram-se em diferentes momentos severas restrições financeiras em função de situações de guerras (Revolução Federalista e Guerra do Contestado). A instrução pública foi descrita como rudimentar e pouco difusa, considerando que a realidade apresentada possuía pouco de sólido, substancial e aproveitável. As escolas eram precárias, sem mobília ou material escolar para atender as necessidades, e eram insuficientes para atender as crianças em idade escolar, com poucos professores com formação adequada para garantir uma educação intelectual, moral e cívica que atendessem as necessidades da sociedade. Para essa análise, considerou-se o contexto econômico, político, social e cultural que gestou as proposições referentes à educação e sua execução, no caso a ação intelectual dos secretários de estado que contribuíram para construir a história da educação paranaense em consonância com o debate nacional.